PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
Currently there is an abundance of information in the media regrading global warming. This lesson is being used to expand the students knowledge on global warming and correct any misconceptions they might have. They will be exploring the issue of global warming through the lens of conduction, convection, and thermal radiation
The is Day 2 in a 10 day sequence. The previous day lesson explored the concept of conduction, convection, and thermal radiation. Day 3, will be an Ice Core investigation lab.
This lesson is to be completed in one 50 minute block.
Students will be seated in groups of four at lab tables.
Students work together in groups of 2 during entrance assessment
Independent work during exit assessment.
Cooperative Learning:
Students will be expected to work together in groups of two during the entrance assessment. They are to discusses the problem given and independently fill out and hand in their assignment.
Differentiating Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes.
Students who are advanced or willing to try will be given a "My Science is Tight!" question. This is a question that has a higher Depth of Knowledge than the other question.
Depth of Knowledge:
Students will answer various questions throughout the class period that have a DOK of Level 1(Recall) and Level 2 (Skills/ Concept).
Objectives:
Students will be able to define the causes global warming to an 80% proficiency.
Students will be able to define the possible repercussions of global warming to different areas of the world to an 80% proficiency.
Students will be able to define the possible social repercussions of global warming to different areas of the world to an 80% proficiency.
Students will be able to define and diagram the thermohaline circuit to a 90% proficiency.
Instruction:
Introductory Activity (10 min): The class will start with two glass jars with heat lamps and thermometers over them at the front of the room with no introduction on the board or projector. In one jar there is normal atmosphere, in the other there is CO2 (Ideally there will be a temperature differnce in the CO2 jar.) The students will be given temp vs time. The students then have to make an educated guess at why is there a difference between the two jars.
Main Activity (30 min):
The student will be first given the definition of Global Warming. From there we will look at the possible causes of global warming (Predominantly, CO2 emissions). We will then go over the general effects that global warming will create. Next we will specifically look at the thermohaline circulation in the worlds oceans. I will demonstrate this with a Fish tank, Ice, and food coloring. This will lead to the possible effects of the failure of the circulation. Finally, The class will end with ways the students can help in the global climate crisis.
Closing Activity (5 min):
5 ways global warming effects there life. Also a question similar in nature to the opening activity.
Assessment:
Students will be assessed on their net-learning between the opening and closing activity. This means that if they got part x on the opening activity wrong and they got part x on the closing activity right then they receive full credit.
Lesson Plan
Lesson Title: What is Global Warming
State Standards: GLEs/GSEs
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
Currently there is an abundance of information in the media regrading global warming. This lesson is being used to expand the students knowledge on global warming and correct any misconceptions they might have. They will be exploring the issue of global warming through the lens of conduction, convection, and thermal radiationThe is Day 2 in a 10 day sequence. The previous day lesson explored the concept of conduction, convection, and thermal radiation. Day 3, will be an Ice Core investigation lab.
This lesson is to be completed in one 50 minute block.
Opportunities to Learn:
Materials:
Professional Resources:
http://www.epa.gov/climatechange/fq/science.htmlClassroom Environment:
Cooperative Learning:
Students will be expected to work together in groups of two during the entrance assessment. They are to discusses the problem given and independently fill out and hand in their assignment.Differentiating Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes.Students who are advanced or willing to try will be given a "My Science is Tight!" question. This is a question that has a higher Depth of Knowledge than the other question.
Depth of Knowledge:
Students will answer various questions throughout the class period that have a DOK of Level 1(Recall) and Level 2 (Skills/ Concept).Objectives:
Instruction:
Introductory Activity (10 min):
The class will start with two glass jars with heat lamps and thermometers over them at the front of the room with no introduction on the board or projector. In one jar there is normal atmosphere, in the other there is CO2 (Ideally there will be a temperature differnce in the CO2 jar.) The students will be given temp vs time. The students then have to make an educated guess at why is there a difference between the two jars.
Main Activity (30 min):
The student will be first given the definition of Global Warming. From there we will look at the possible causes of global warming (Predominantly, CO2 emissions). We will then go over the general effects that global warming will create. Next we will specifically look at the thermohaline circulation in the worlds oceans. I will demonstrate this with a Fish tank, Ice, and food coloring. This will lead to the possible effects of the failure of the circulation. Finally, The class will end with ways the students can help in the global climate crisis.
Closing Activity (5 min):
5 ways global warming effects there life. Also a question similar in nature to the opening activity.
Assessment:
Students will be assessed on their net-learning between the opening and closing activity. This means that if they got part x on the opening activity wrong and they got part x on the closing activity right then they receive full credit.